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Research suggests that during the transition from elementary to middle school students' academic performance declines. A quantitative study was conducted to determine if incoming seventh grade student's academic achievement change during their first year in middle school. Self-efficacy, motivation, peer relationships, student-teacher relationships, and parental influences were investigated to determine each variable's impact on students' academic achievement. The findings showed mixed results on student academic change during the transitional period. Male math scores had slight improvement while English showed slight decline; both were significant p < .001. A regression analysis showed self-efficacy and motivation as having the highest predictive value with the academic score variation.
| Advisor: | Oliver, Ron |
| Commitee: | |
| School: | California State University, Fullerton |
| School Location: | United States -- California |
| Source: | DAI-A 75/07(E), Dissertation Abstracts International |
| Source Type: | DISSERTATION |
| Subjects: | Educational leadership |
| Keywords: | Academic achievements, Influenced by student perception of self efficacy, Motivation, Parental influences, Peer relationships, Student teacher relationships, Transition to middle school |
| Publication Number: | 3580203 |
| ISBN: | 978-1-303-89015-4 |
